Algorithm for rational determination of the area of a triangle for the development of students' creative thinking and practical application. Properties of the 90 Degrees angle tangent

The article presents the formulas derived by the author for determining the area of a triangle by a side and two adjacent angles. These for - mulas are used to activate the educational process — students in practice figure out how to rationally determine the area of land plots, buildings, draw up and solve trigonometric equations, prove the properties of the tangent of an angle equal to 90 degrees, correct the graph of the function y = tg x. To carry out calculations of the areas of triangles, to prove the properties of 90 degree angle tangent, to solve trigonometric equations, programs are written in the Visual Basic For Application language in Microsoft Word. Using the binary-decimal system and VBA programs in Word, the value of the tangent of an angle is calculated so close to an angle of 90 degrees that this value can be roughly taken as the 90 degrees angle tangent. The study of this material at informatics lessons contributes to the development of creative thinking of students, increasing their motivation to study informatics and information technology.

Efektivitas Pembelajaran Daring Matematika Menggunakan Google Classroom Selama Pandemi Covid -19

This study aims to determine the effectiveness of online learning using google classrooms during the Covid-19 pandemic in the Mathematics subject focusing on trigonometric equations in class XI MIPA SMA Negeri 1 Selong. This research is quantitative descriptive. The population in this study were all class XI MIPA taught using google classroom. The research sample was selected using cluster random sampling technique, namely class XI MIPA 1 and XI MIPA 2 measuring 70 students. The data collection technique used was the provision of post-test and questionnaire distribution after the students were treated. The research indicator, namely online learning using google classroom, is said to be effective if the student learning outcomes with a percentage of classical completeness ≥85% and student responses are positive to online learning using google classroom. Based on the results of descriptive statistics, if seen from the classical completeness, it was obtained that 60 students were said to have completed their learning or equal to 85,71%, 10 students who did not complete their studies or equal to 14,29% and seen from the students responses to online learning using google classroom there were 11 students who responded very positive or equal to 15,71%, 57 students responded positively or equal to 81,43%, 2 students responded negatively or equal to 2,86%, and no students responded very negatively. Based on the results of the research, online learning using google classroom was effective during the covid-19 pandemic in class XI MIPA SMA Negeri 1 Selong in the 2020/2021 school year.

2D Graph Plotter and Visualizer

In many fields of science and engineering, we often encounter the problem of solving N linear equations of type x + y and trigonometric equations. All technological, biological and social networks can be represented as graphs. Therefore, graphs are used in the research of new algorithms and protocols based on simulation in various fields of science. We aim to create a python-based graph generator that will draw any type of equation i.e., linear, algebraic, trigonometric and logarithmic on the graph. More importantly, the application is designed to draw multiple graphs on the same canvas and then analyse the results. We have included one more module where user can upload a CSV file consisting of raw and get a desired pie chart, line graph as well as bar graph. Our system mainly focuses on generating a output for a later analysis by downloading the graphs they have plotted.

One of the methods of root selection in solving trigonometric equations

При подготовке учащихся 10-11 классов к профильному ЕГЭ по математике возникают трудности при отборе корней тригонометрического уравнения, которые принадлежат заданному промежутку. Существует несколько методов отбора корней, но идеального не существует – у каждого из этих методов есть свои слабые стороны. Мы хотим предложить метод, который, на наш взгляд, позволяет учащимся более успешно производить отбор корней в тригонометрических уравнениях. В школьном курсе математики для отбора корней чаще всего используются тригонометрический круг или отбор корней с помощью двойного неравенства, определяющего заданный промежуток. Ситуация в реальных заданиях усложняется тем, что заданный диапазон для значений корней выходит за рамки одного круга. Это обстоятельство усложняет отбор корней на самой окружности, т.к. требует от учащихся более сложной ориентации на ней. Если значение корня не может быть явно записано в радианной мере, то отбор корней с помощью двойного неравенства становится проблематичным. Экзаменационная работа по математике базового уровня состоит из одной части, включающей 20 заданий с кратким ответом. Все задания направлены на проверку освоения базовых умений и практических навыков применения математических знаний в повседневных ситуациях. Ответом к каждому из заданий 1-20 является целое число, конечная десятичная дробь, или последовательность цифр. When preparing students in grades 10-11 for the profile USE in mathematics, there are difficulties in selecting the roots of the trigonometric equation that belong to a given interval. There are several methods of root selection, but there is no perfect one – each of these methods has its own weaknesses. We want to propose a method that, in our opinion, allows students to more successfully select the roots in trigonometric equations. In a school mathematics course, the most common way to select roots is to use a trigonometric circle or to select roots using a double inequality that defines a given interval. The situation in real tasks is complicated by the fact that the specified range for the values of the roots goes beyond one circle. This fact complicates the selection of roots on the circle itself, since it requires students to have a more complex orientation on it. If the root value cannot be explicitly written in the radian measure, then selecting the roots using the double inequality becomes problematic. The basic level math exam paper consists of one part, including 20 tasks with a short answer. All tasks are aimed at testing the development of basic skills and practical skills of applying mathematical knowledge in everyday situations. The answer to each of the tasks 1-20 is an integer, a finite decimal, or a sequence of digits.

Methodology of Mathematics Teaching. Treatment to School Mathematics Equations

This book is aimed at pre-university students and its purpose is to contribute to the development of their knowledge related to the algebraic and transcendent equations studied at school, as well as their application to different situations that occur in practice in an innovative and creative way, using the procedures for solving them, so that it allows the consolidation of attitudes such as industriousness, responsibility and science. The system of knowledge worked on and treated didactically in this book is related to the algebraic equations and within them the linear, quadratic, fractional and radical equations, the modular equations and the transcendental equations such as, the exponential, logarithmic and trigonometric equations, providing the minimum theoretical and methodological resources, necessary to learn and to successfully face the exercises and problems proposed in each chapter.

PENINGKATAN KETERAMPILAN BERPIKIR KRITIS DAN PEMAHAMAN KONSEP TRIGONOMETRI MELALUI PENERAPAN PROBLEM BASED LEARNING PADA SISWA SMA NEGERI 1 PANDAAN

The purpose is to increase critical thinking skills and conceptual understanding of mathematical trigonometric equations through problem-based learning model. The type of money research used is PTK with the subjects of all class XI MIA 3 students of SMA Negeri 1 Pandaan in the 2019/2019 academic year, totaling 35 students. The results showed that after the first cycle was implemented, 73.06% of students who think critically with sufficient qualifications were obtained, then increased in the second cycle with a result of 81.66%. The students’ conceptual understanding also increased where in the first cycle of 35 students only 6 students (17.14%), then increased in cycle II to 19 students (54.29%) with good qualification. It showed that the problem-based learning model can actually improve critical thinking skills and conceptual understanding because students are actively involved in collecting, studying, and discussing math facts related to the subject matter of trigonometric equations compared to before.

Role of Paleomagnetism in the Construction of Earth’s Geographic Past

Rocks have the ability to preserve magnetic information used in determining past geographic formations. The purpose of this report is to determine the past location of a site from a given data set’s magnetic information and the calculations found through their application to paleomagnetism. Magnetic information includes the rock sample’s location and concentration of trace magnetic particles which were used to find declination and inclination on site. The sample’s paleolatitude and paleolongitude are calculated using trigonometric equations that are derived using calculus. After a statistical analysis, these results are compared to the present day’s magnetic poles to determine the past location of the site. This location, along with the magnetic information, is combined to construct a past geographic formation that existed a billion years ago. This process reveals that the site currently found in southwest Namibia, was located near the coast of modern-day northwest Africa during the late Mesoproterozoic Era within a 95% certainty. When compared to past literature these results show the reliability and role of paleomagnetism, as well as the importance of collaboration across the geosciences.